International Journal of Education and Social Science www.ijessnet.com Vol. 3 No. 1; January 2016 24 Teacher Motivation and School Performance, the Mediating Effect of Job Satisfaction: Survey from Secondary Schools in Mogadishu Ali Yassin Sheikh Ali (PhD) Assist professor, SIMAD University Mogadishu, Somalia Abdulkadir Mohamud Dahie Faculty of Education and Social Science Somali University Jidka Tarabuunka Km4, Mogadishu, Somalia Ali Abdulkadir Ali Graduate Student- MA economic policy Kampla University Kawuku, Kampala, Uganda Abstract After a long time of destruction and civil war in Somalia, the education sector suffered quite a lot in terms of quality of education services, curriculum , government role and teacher motivation which effected on school performance. school performance and students success were considered as a crucial part in the accomplishment of schools goals and targets and one important factor that influences performance is how motivated and satisfied teachers are with their jobs and organization. The objective of this study was to determine the significant relationship between teacher motivation and school performance; the mediating effect of teacher's job satisfaction. In this study a survey technique was used and a convenient sampling method was used to collect 80 respondents from Secondary Schools in Mogadishu. a questionnaire with eight main constructs was used. The study found that there is a significant relationship between teacher motivation, job satisfaction and school performance. Finally on the basis of this strong correlation among these variables mentioned above, it is recommended that both extrinsic and intrinsic motivation be applied among the teaching staff in order to improve job satisfaction and school’s performance in the end. Keywords: Teacher motivation, Job Satisfaction, Secondary Schools, Mogadishu, School Performance 1. Introduction After independence in 1960s, Somalia had more than two hundred Primary Schools and 12 Secondary Schools inherited from the British and Italian colonial systems. Comparatively not much progress was recorded for the next decade. In 1972, the first Somali alphabet, using the Latin lettering, was introduced, and thereafter the Somali language gradually became the official medium of instruction first in the lower and later in the higher classes. Mass literacy campaigns were launched in urban and rural areas which affected the expansion of education system in the country. As a result of using Somali language and mass campaigns, the enrolment figures for primary schools rose from 28,000 in 1970 to 220,000 in 1976 and to 271,000 in 1982. Likewise, the number of primary schools increased from 287 in 1970 to 844 in 1975 and to 1407 in 1980. Further, the number of teachers reached a peak of 3,376 in 1981. In short, by 1980 some definite progress had been recorded in the primary education sector.